Abstract

Adult learners studying cooperatively are thought to have an innate predisposition to help each other in the process of learning, but cooperation among learners online who do not necessary know each other may not occur spontaneously. It has often been suggested that learning online requires being autonomous and able to effectively regulate one’s learning. Research using two scales, one to measure Self- and Co-Regulation (SCoR) of learning, the other to measure interpersonal relationships, was carried out with first-year Master’s in education students (N = 38) taking an online course in quantitative research methodology. The course was designed using a cooperative learning method enabling to study SCoR strategies in relation to the quality of interpersonal relationships, as well as achievement in this setting. The research is presented. Conclusions point to the role of individual anticipation strategies and to the quality of peer relationships in relation to higher achievement.